Verfügbarkeit: Human learning

Human learning:

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Bibliographische Detailangaben
1. Verfasser:	Ormrod, Jeanne Ellis (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Boston, Mass. Pearson [2016]
Ausgabe:	Seventh edition, global edition
Schlagworte:	Learning, Psychology of Behaviorism (Psychology) Lernen Lernpsychologie
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Hinweis aus dem Vorwort: vorl. Ausg. ist gegenüber der 6. Aufl., erschienen 2014, beträchtlich überarbeitet und aktualisiert. - Includes bibliographical references and index
Beschreibung:	624 Seiten Illustrationen 24 cm
ISBN:	9781292104386 1292104384

Internformat

MARC


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Datensatz im Suchindex

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adam_text	Contents Preface 5 PART ONE__________________________________ INTRODUCTION TO HUMAN LEARNING CHAPTER I Learning: Definition, Principles, and Theories 17 The Importance of Learning 18 Defining Learning 20 Determining When Learning Has Occurred 20 Types of Learning Research 21 Learning Principles and Theories 21 How Theories of Learning Have Evolved over Time 22 Advantages of Theories 24 Potential Drawbacks of Theories 26 A Perspective on Theories and Principles 21 Applying Knowledge about Learning to Instructional Practices 27 Overview of the Book 28 SUMMARY 29 CHAPTER 2 The Nervous System and Learning 30 Basic Building Blocks of the Human Nervous System 31 Neurons 32 Synapses 32 Glial Cells 34 Brain Structures and Functions 34 Methods in Brain Research 34 Parts of the Brain 35 The Left and Right Hemispheres 38 Interconnectedness of Brain Structures 39 Development of the Brain 39 Prenatal Development 39 Development in Infancy and Early Childhood 40 Development in Middle Childhood, Adolescence, and Adulthood 41 Eactors Influencing Brain Development 42 To What Extent Are There Critical or Sensitive Periods in Brain Development? 43 To What Extent Is the Brain “Prewired” to Know or Learn Things? 45 11 12 CONTENTS The Neurological Basis of Learning 46 Educational Implications of Brain Research 47 SUMMARY 50 PART TWO______________________________________ BEHAVIORIST VIEWS OF LEARNING CHAPTER 3 Behaviorism 51 Basic Assumptions in Behaviorism 52 Classical Conditioning 54 Classical Conditioning in Human Learning 56 Common Phenomena in Classical Conditioning 58 Eliminating Unproductive Classically Conditioned Responses 61 Operant Conditioning 63 Important Conditions for Operant Conditioning to Occur 65 Contrasting Operant Conditioning with Classical Conditioning 66 Forms That Reinforcement Might Take 61 Common Phenomena in Operant Conditioning 71 Effects of Antecedent Stimuli and Responses in Operant Conditioning 79 Avoidance Learning 81 Punishment 83 Potentially Effective Forms of Punishment 85 ineffective Forms of Punishment 86 Cognition and Motivation in Behaviorist Theories 88 SUMMARY 90 CHAPTER 4_____________ Applications of Behaviorist Principles 92 Applying Behaviorist Principles to Classroom Management 93 Creating a Productive Classroom Climate 93 Concerns about Using Reinforcement and Punishment in Classroom Settings 94 Using Reinforcement to increase Productive Behaviors 97 Strategies for Decreasing Undesirable Behaviors 101 Applied Behavior Analysis (ABA) 107 Frequently Used ABA Strategies 107 Using ABA with Large Groups 111 Adding a Cognitive Component to ABA 114 Implications of Behaviorism for Classroom Instruction and Assessment 114 Importance of Making Active Responses 115 Identifying Instructional Goals and Objectives 115 Programmed Instruction and Computer-Assisted Instruction 119 Mastery Learning 121 School Assessment Practices 123 When Behaviorist Approaches Are Most Useful 127 SUMMARY 127 PARTTHREE________________________________________ SOCIAL COGNITIVE THEORY CHAPTER 5 Social Cognitive Theory 129 General Principles of Social Cognitive Theory 131 Environmental Factors in Social Cognitive Theory: Revisiting Reinforcement and Punishment 131 Cognitive Factors in Social Cognitive Theory 134 Reciprocal Causation 136 Modeling 138 How Modeling Affects Behavior 138 Characteristics of Effective Models 139 Behaviors That Can Be Learned through Modeling 141 Conditions Necessary for Effective Modeling, to Occur 143 Self-Efficacy 146 How Self-Efficacy Affects Behavior and Cognition 146 Factors in the Development of Self-Efficacy 147 CONTENTS 13 Self-Regulation 150 Elements of Self-Regulation 150 Promoting Self-Regulated Behavior 151 The Cognitive Side of Self-Regulation 155 Educational Implications of Social Cognitive Theory 155 SUMMARY 159 PART FOUR____________________________________ COGNITIVE VIEWS OF LEARNING CHAPTER 6 Cognitivism 160 Basic Assumptions in Cognitive Perspectives 161 Edward Tolman’s Purposive Behaviorism 163 Gestalt Psychology 165 Verbal Learning Research 169 Contemporary Cognitive Perspectives 173 Information Processing Theory 173 Constructivism 174 Contextual Theories 175 Integrating Cognitively Oriented Perspectives 176 General Educational Implications of Cognitivist Approaches 176 SUMMARY 177 CHAPTER 7 Memory and Its Components 178 A Dual-Store Model of Memory 180 Sensory Register 181 Moving Information to Working Memory: The Role of Attention 183 Working Memory 188 Moving Information to Long-Term Memory: Connecting New Information with Prior Knowledge 193 Long-Term Memory 194 Challenges to the Dual-Store Model 195 Are Working Memory and Long-Term Memory Really Different? 196 Is Conscious Thought Necessary for Long-Term Memory Storage? 197 Alternative Views of Human Memory 198 Levels of Processing 198 Activation 200 Remembering That The Map Is Not the Territory 201 Generalizations about Memory and Their Educational Implications 201 SUMMARY 204 CHAPTER 8 Long-Term Memory Storage and Retrieval Processes 206 Storage as a Constructive Process 207 Examples of Construction in Action 208 Long-Term Memory Storage Processes 210 Rehearsal 212 Meaningful Learning 212 Internal Organization 214 Elaboration 215 Visual Imagery 216 How Procedural Knowledge Is Acquired 218 Factors Affecting Long-Term Memory Storage 219 Working Memory 219 Prior Knowledge 220 Prior Misconceptions 222 Expectations 223 Verbalization 224 Enactment 225 Repetition and Review 225 Long-Term Memory Retrieval Processes 227 Importance of Context for Retrieval 230 Construction in Retrieval 231 The Power of Suggestion: Effects of Subsequently Presented Information 232 Constructing Entirely New “Memories” during Retrieval 233 Remembering Prior Recollections 233 Forgetting 234 Decay 234 Interference and Inhibition 235 Repression 235 14 CONTENTS Failure to Retrieve 236 Construction Error 237 Insufficient Self-Monitoring during Retrieval 237 Failure to Store or Consolidate 237 Promoting Effective Long-Term Memory Storage and Retrieval Processes 238 SUMMARY 247 CHAPTER 9 Knowledge 249 The Various Kinds of Knowledge 250 Declarative and Procedural Knowledge 250 Explicit and Implicit Knowledge 251 How Knowledge Is Encoded in Long-Term Memory 252 Encoding in Terms of Physical Characteristics 252 Encoding in Terms of Actions 253 Encoding in Terms of Symbols 254 Encoding in Terms of Meanings 255 Different Forms of Encoding Are Not Mutually Exclusive 256 The Organization of Long-Term Memory 257 Long-Term Memory as a Hierarchy 257 Long-Term Memory as a Network 259 Parallel Distributed Processing 262 Concepts 263 Theories of Concept Learning 264 Factors Facilitating Concept Learning 268 Schemas and Scripts 271 Personal Theories 273 Personal Theories versus Reality 275 Fostering Theory Development 277 Worldviews 278 The Challenge of Conceptual Change 279 Promoting Conceptual Change 281 Development of Expertise 287 Generalizations about the Nature of Knowledge 288 SUMMARY 291 PART FIVE______________________________________ DEVELOPMENTAL AND CONTEXTUAL PERSPECTIVES CHAPTER 10 Cognitive-Developmental Perspectives 293 Piaget’s Theory of Cognitive Development 294 Key Ideas in Piaget s Theory 295 Piagets Stages of Cognitive Development 298 Current Perspectives on Piaget’s Theory 304 Capabilities of Different Age-Groups 305 Effects of Experience and Prior Knowledge 306 Effects of Culture 306 Views on Piaget s Stages 307 Neo-Piagetian Theories of Cognitive Development 307 Case s Theory 309 Implications of Piagetian and Neo-Piagetian Theories 312 SUMMARY 317 CHAPTER 11 Sociocultural Theory and Other Contextual Perspectives 318 Vygotsky’s Theory of Cognitive Development 319 Key Ideas in Vygotsky s Theory 320 Comparing Piaget s and Vygotsky s Theories 324 Current Perspectives on Vygotsky’s Theory 326 Social Construction of Meaning 327 Scaffolding 328 Participation in Adult Activities 330 Apprenticeships 331 Acquisition of Teaching Skills 332 Dynamic Assessment 333 Adding a Sociocultural Element to Information Processing Theory 333 Intersubjectivity 334 Social Construction of Memories 334 Collaborative Use of Cognitive Strategies 335 CONTENTS 15 Expanding the Contextualist Framework 337 Embodiment 337 Situated and Distributed Learning and Cognition 337 Ecological Systems Theory 339 General Implications of Sociocultural and Other Contextualist Theories 341 Peer-Interactive Instructional Strategies 343 Class Discussions 345 Reciprocal Teaching 347 Cooperative Learning 350 Peer Tutoring 353 Communities of Learners 355 Technology-Based Collaborative Learning 358 SUMMARY 360 PART SIX______________________________________ COMPLEX LEARNING AND COGNITION CHAPTER 12 Learning and Studying Effectively 362 Metacognitive Knowledge and Skills 364 Self-Regulated Learning 367 Roots of Self-Regulated Learning 368 Effective Learning and Study Strategies 369 Meaningful LearningOrganization, and Elaboration 369 Note Taking 371 Identifying Important Information 372 Summarizing 372 Comprehension Monitoring 373 Mnemonics 375 Development of Metacognitive Knowledge and Skills 381 Epistemic Beliefs 383 Developmental and Cultural Differences in Epistemic Beliefs 385 Effects of Epistemic Beliefs 386 The Intentional Learner 389 Why Students Don t Always Use Effective Strategies 390 Promoting Effective Learning and Study Strategies 391 SUMMARY 397 CHAPTER 13 Transfer, Problem Solving, and Critical Thinking 399 Transfer 400 Types of Transfer 400 Theories of Transfer 403 Factors Affecting Transfer 40 7 Problem Solving 409 Theories of Problem Solving 410 Cognitive Factors Affecting Successful Problem Solving 412 Problem-Solving Strategies 420 Meaningless versus Meaningful Problem Solving 424 Facilitating Transfer and Problem Solving in Instructional Settings 424 Critical Thinking 432 Developmental Individual, and Cultural Differences in Critical Thinking 434 Fostering Critical Thinking in the Classroom 435 SUMMARY 437 PART SEVEN_____________________________________ MOTIVATION CHAPTER 14 Motivation, Affect, and Their Effects 439 General Effects of Motivation 441 Extrinsic versus Intrinsic Motivation 441 Basic Human Needs 442 Drive Reduction 442 Arousal 444 Masiows Hierarchy of Needs 446 Competence and Self-Worth 448 Autonomy 451 Relatedness and Belonging 455 16 CONTENTS Individual Differences in Motivation 457 Need for Approval 457 Need for Achievement 45 7 Sense of Identity 458 Dispositions 459 Affect and Its Effects 461 How Affect Is Related to Motivation 461 How Affect Is Related to Cognition and Learning 462 Anxiety 464 Creating a Motivating and Affect-Friendly Classroom Environment 469 SUMMARY 475 CHAPTER 15 Cognitive Factors in Motivation 476 Interests 477 Effects of Interest 477 Factors Promoting Interest 478 Expectancies and Values 479 Effects of Expectancies and Values 480 Factors Influencing Expectancies and Values 480 Goals 481 Achievement Goals 482 Work-Avoidance and Doing-Just-Enough Goals Social Goals 489 Career Goals 489 Coordinating Multiple Goals 490 Attributions 491 Effects of Attributions 493 Factors Influencing the Nature of Attributions 496 Explanatory Style: Mastery Orientation versus Learned Helplessness 500 Motivation, Affect, and Self-Regulation i How Motivation and Affect Are Intertwined with Self-Regulation 503 Internalized Motivation 504 Encouraging Motivating Cognitions 506 A TARGETS Mnemonic for Motivational Strategies 514 SUMMARY 516 REFERENCES 519 NAME INDEX 589 SUBJECT INDEX 609
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title	Human learning
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title_full	Human learning Jeanne Ellis Ormrod, University of Northern Colorado (Emerita)
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topic	Learning, Psychology of Behaviorism (Psychology) Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd
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